entire group and the teacher should be stricter in order the students did not cheat any longer.
From the reflecting phase above, there must be more efforts to improve students’ ability in adverbial clause of time by using Berlitz
Method. It needed to be improved again in the next cycle. This effort was done in the next lesson plan of cycle two.
2. CYCLE 2 a. Planning
The planning phase of the second cycle was implemented into a lesson plan. In this case, the writer modified the previous lesson plan
based on the result of reflecting phase in the first cycle. The lesson plan which was used still related to Berlitz Method in learning adverbial
clause of time. However, there were some modifications in the second cycle; that was the teacher needed to gave more time to the students in
doing exercises of adverbial clause of time and to explore the students English grammar by practicing the sentence which the students’ had
been made. It was caused to ensure their English grammar ability in concerning adverbial clause of time. Beside of that, the writer still also
prepared the unstructured observation sheet to note the classroom activities. And the writer also prepared the posttest 2 to collect the data.
b. Acting
The action of the cycle two was done on January 17th 2010. After reviewing the previous lesson, before the students gather the
power point that related to the adverbial clause of time which given by the teacher, they were given some minutes to identify and to look up the
difficult words appeared in the text. And then, the students determined the structures of the text which has close related with adverbial clause of
time by themselves. Afterwards, the teacher asked students some questions related to that passage. Then, the students initiated to did
exercises into adverbial clause of time sheet by using their own words. Here, the teacher limited the time, it was about 10 minutes to
accomplish the assignment, and hence they were courageous to finish the task on time. Furthermore, the students discussed the work result of
adverbial clause of time sheet with the entire group in which for each group consists of three students. In this case, they matched the answers
whether there were different answers or not. Then, the teacher gave the correct answers of the questions based on the material discussion in the
adverbial clause of time sheet.
c. Observing
In the second cycle, generally the class condition in learning process was better than the previous cycle. It could be seen from the
students who were ready to follow the lesson and when they followed the English grammar lesson, most of them were enthusiastic to answer
some questions given by the teacher. In doing task of adverbial clause of time, they enjoyed doing the individual exercises. Then, when they
had a group work to discuss the structures which was made into adverbial clause of time sheet, they were actively to participate within
their group and try to discuss with another group in the target language. Furthermore, when they were given exercises by the teacher, they did it
individually without cheating one another. Related to the teacher’s performance, she showed some progresses. It meant that students could
understand easily because the teacher’s explanation was explicit and not so fast. Automatically, it led a good feedback from students’
response in conveying their opinions. Shortly, most of students seemed quite active in the classroom and in doing the English grammar
exercises. In the second action of cycle two, the teacher was held on posttest 2 regarding students’ ability in adverbial clause of time. Based
on the result of the posttest 2, the mean score of the class in grammar
test gained 77.90 in which there were 20 students who passed the KKM 75 seventy five
d. Reflecting
